俗话说，居安思危，思则有备，有备无患。高中教师在教学前就要准备好教案，做好充分的准备。教案可以让学生更好的吸收课堂上所讲的知识点，使高中教师有一个简单易懂的教学思路。我们要如何写好一份值得称赞的高中教案呢？为此，小编从网络上为大家精心整理了《人教版高一（下）英语教案Unit22AWorldoffun》，欢迎您阅读和收藏，并分享给身边的朋友！

人教版高一（下）英语教案Unit22AWorldoffun
Understandingoftheteachingmaterial(语篇分析)
第22单元Reading：ThemeParks是一篇介绍主题公园的说明文。它一共由4段组成，包括主题公园的定义、特点，针对theWorldParkofChina,theOceanParkofHongKong,DisneylandinCalifornia等主题公园的描述和对未来新兴主题公园的展望；让学生体会、概括主题公园为何如此受人们喜爱的事实理由。
这是一篇介绍主题公园的说明文。它包括主题公园的定义、特点；也引导学生联想主题公园的未来发展。让学生学习知识的同时能扩大视野，感受新事物带来的刺激和兴奋，同时也让学生了解主题公园并不同于传统的公园，它不仅供人们娱乐放松，而且寓教育中。
Teachingobjectives：
一。Learningobjectives:
AbilityObjects：
1.CultivatetheSs’abilityofcomprehendingpassages,especiallytheirabilityofanalyzingthestructureofsuchkindofarticles.
2.OffertheSschancesofself-culturebyworkingingroupsandseekinginformationaboutthemeparks.
3．Enablethestudentstotellthemeparksfromtraditionalamusementparksandgivethereasonswhythemeparksaresopopular.
KnowledgeObjects:
1.HelptheSsfurtherunderstandthepassageandfinishtherelevanttaskscorrectly.AndenabletheSstolearn---ingformusedasadverbial.
2.Learntheusagesofthefollowingwordsandphrases:base…on,incommon,divide,admire,risketc.
3．.AndhelptheSslearnhowtodesigntheirownthemeparks.
二．Emotionalgoals：
1.通过这个单元的学习，知道人民的创造力的无限的，在以后的学习中充分发挥他的创造力。
2.人们在努力工作努力学习的同时，享受美好生活也是必要的。
TeachingApproaches:
1.Task----basedteachingmethodtofinishtheteachingassignment.
2.Activity---basedteachingclasswork
individualwork
groupwork
3.Fastreadingtofindoutsomegeneralinformation.
4.Carefulreadingtofindthedetailsinthepassage.
5.Questionsandanswersforinducing.
6.InductivemethodtomaketheSsunderstandthetextbetter.
Teachingdifficultpoints：
1.Seekinginformationaboutthemeparks.
2．Tellthemeparksfromtraditionalamusementparksandgivethereasonswhythemeparksaresopopular.
3．Tolearn-ingformusedasadverbial.
Teachingaids(略)。
Teachingprocedures:
Step1.Presentation
T:Thisworldisfulloffun.Allofusliketohavefun.Mostofushaveeverbeentoparksandzoos.Andwiththedevelopmentofourcountry,moreandmorepeoplearebecomingricherandricher.Theyarenotsatisfiedwithsafeandboringlife.Asaresult，theywilltrysomeadventuresportsforanimmediatepleasure.Inthisclass,we’regoingtolearnReading----ThemeParks.
Step2.Leadingin(warmingup):
Task1.Watchanddiscuss.
1．ShowashortplayofDonaldDuck.
T：Beforewegointothetext,wewillenjoyashortplay.Andafterwatchingtheplay,youhavetoanswersomequestions.
Asksomeinformationabouttheshortplay.
Q1.Areyoufamiliarwiththecharactersintheplay?
Whoarethey?
(Quiteright.DonaldDuck.)
Doyouknowhispartner,anotherfamouscharacter?
(Verygood.MickeyMouse)
Q2.Wherecanyouseethem?Inwhichpark?
(Disneyland)
Q3.WhatkindofparkisDisneyland?
(Themepark)
Task2.Reportaboutexperiences
Telltheexperiences(IndividualandClasswork).GettheSstoanswerthefollowingquestions：
Q1.Whichthemeparkhaveyoueverbeento?Doyoulikeit?Why?.
Q2.Haveyouevertriedsittinginarollercoasterandhaveyoueverexperiencedbungeejumping？
Q3.Howdidyoufeel?/Whatmakesitunforgettable?
T:Asweallknow,athemeparkisawonderfulpark.Ithasitsowntheme.Ithasacollectionofrides,exhibitionsandotherattractions.
Whatcanyouseeinathemepark?Somethingwetalkedaboutinwarmingup?
Freefallride,rollercoaster,bungeejumping,rafting,rockclimbing,scaryfilm
GetSstodescribesomeoftheadventuresports,eg.rollercoaster,bungeejumping,rafting,etc.
ThenasktheSs.Doyouwanttoplaythosegames?TheSsmaydiscussforawhile.
T:Thenwelcometothemepark,andlet’senjoyit.Next,let’scometoPre-reading.
Ok,pleaselookattheQsonP66Pre-Reading.Areyouready?
Step3.Pre-reading
T:Good.OK.I’llasksomeofyoutogiveyouranswers.Eachofyouanswersonequestion.Who’dliketotrythefirstone?Volunteers!
1.Whatdoyouthinkyoucanseeinathemepark?
2.Whatdoyouthinkaboutadventuresports?
3.Doesyourtownorcityhaveathemepark?Whatcanyoudothere?
4.Isathemeparkdifferentfromatraditionalpark?Why?
5.Whichonedoyoulikebetter,athemeparkoratraditionalpark?Why?
GettheSstofocusmoreattentiononthelasttwoquestions.Encouragethemtohaveanextensivediscussion.
Step4.Reading.
Aftercolletinganswers.TellSs:
T:Aswehavetalkedabout,athemeparkisatypeofparkwhereyoucanhavefunridingonbigmachinessuchasaRollerCoaster,fastcarsandbungeejumping,andwherethewholeparkisbasedononesubjectsuchaswaterorspacetravel.Next，we’lllearnmoreaboutthethemeparks.First.Let’scometothetext,andfinishthefollowingtasks.
Task1.Skimming
（一）1．AsktheSsthefollowingquestions
T:Pleasereadthetextquicklyandtrytofindtheanswerstothefollowingquestions.
(ThisactivityisdesignedtoimprovetheSs’abilitytofindrelevantinformationinashortwhile.)
（1）What’sathemepark?
Athemeparkisacollectionofrides,exhibitionsorotherattractionsthatarebasedonacommontheme.
（2.）Howmanythemeparksarementionedinthepassage?
Andwhatarethey?
Five.TheyaretheWorldPark,ChinaEthnicCulturePark,OceanParkinHongKong,DisneylandinCaliforniaandUniversalStudiosinFlorida.
（3）Whatdotheparkshaveincommon?
Whattheyallhaveincommonisthattheycombinefunwiththeopportunitytolearnsomething.
（4.）What’sthedifferencebetweenathemeparkandatraditionalamusementpark?
Unliketraditionalamusementparks,themeparksoftenwanttoteachvisitorssomething.
（.5）What’sthewritingskillofthetext?
Thewritergraspedthemainfeaturesofthedescribedthemeparks.
（二）AsktheSstoreadthetextandgetthemainideasofeachparagraph.
T:Pleasereadthetextonceagainandgetthemainideasofeachparagraph.
Para.1
Themeparksarenottraditionallikeamusementparksandoftenteachvisitorssomethingtoo.
Para.2:Themeparkstrytomakesurethatvisitorsleaveknowingmoreabouttheirtheme.
Para.3:TherearesomefamousthemeparksinAmerica.
Para.4:Themeparksarebecomingmoreandmorepopulararoundtheworld.
Question:WhatcanpeopledoiftheyareatUniversalStudios?
Theycangoonexcitingrideswheretheycanandfeelwhatitisliketodothethingstheyhaveseentheirheroesdointhemovie.
Task2Scanning
（1）ListentothetapeanddosomeTrueorFalsestatements
T:OK.Let’scometoT/FQs.PleaselistentothetapecarefullyandjudgewhetherthefollowingstatementsareTrueorFalse.Areyouready.Therewego.
(Showthefollowingonthescreen.PlaythetapefortheSstofollow.WhilelisteningtheSswillfulfilltheirtask.Checktheanswerswiththewholeclass.)
1.TheWorldParkisthelargestparkintheworld.
2.Everyyear,therearemorethanfivehundredthousandstudentsvisitingOceanPark.
3.OceanParkisdividedintotwosections,includingtheHeadlandandtheLowland.
4.NewDisneyparkshaveopenedonlyintheUS.
5.DisneylandinCaliforniawasthefirstthemeparktobecomepopulararoundtheworld.
6.AtUniversal,alltheridesandactivitiesarebasedonUniversalPicturesmovies.
Suggestedanswer：T3。6。F1。2。4。5
（2）Individualwork:GettheSstoreadthroughthefirstthreeparagraphs.Thenfillintheformbelow.AsktheSstofillthefollowingformaccordingtothetext：
T：Now，pleasereadtextquicklytofindouttheThemesandAttractionsabouteachparkandfillinthefollowingform:
Showtheformonthescreen
GroupWork:T:Youcandiscusswithyourpatteners,exchangeyourideasandpreparetoreportyouranswer.Who’dliketohaveatry?Volunteer!
T:Wellherearesuggestedanswers,pleaselookatthescreen.
Showanswersonthescreen.
TitleThemeParks(Peoplecanhavefunandexperiencesth.different.)
PartParksThemesAttractions
1TheWorldParkToteachvisitorssth…
tohelpexperiencesthBuildings,castles,statues,
customsofChineseminorities,
cartooncharacters,animals
2TheOceanParkTogetvisitorstoknowmoreabouttheidea..tohelppeopletoexplorethepast.Thrillsandentertainment;
Rides,opportunitiestolearnaboutlifeintheocean,
aconversationcenter,
thedinosaurexhibition,
thetwogiantpandas…
3DisneylandWaltDisneyandhischaracters.Cartooncharacters,rides,games,exhibitions;Universal
4Newthemeparksarebeingbuilt.
Task3Thinking
T:Thistimeyouareaskedtothinkactivelyandtryyourbesttoanswerthequestionsasfollows:
Q1.Whatisthecommonfeatureoftheparks?
Q2.Whatshouldtheparksmakesure?
Q3.HowdopeoplefeelaftertheyenterUniversalStudios?
Q4.Whichthemeparkwillyouvisit?Why?
Step5.Careful-reading
Task1.Fastreadingwithsomemorequestions.GettheSstoreadthetextandfindouttheanswerstoanotherquestions.
T:Thistime,youareaskedtoreadthepassagecarefullyandfindouttheanswerstothefollowingquestions.Pleaselookatthequestionsonthescreen.
Showthequestionsonthescreen.
1.Whatsathemeparkmeantfor?
A.thrillsB.entertainment
C.educationD.funofknowledge
2.WhichisChinaslargestthemepark?
A.theChinaEthnicCultureParkB.OceanPark
C.TheWorldParkD.UniversalStudios
3.WhichofthefollowingisNottrueaboutOceanPark?
A.Theparkismadeupoftwosections.
B.Thepeoplecomingherecanbothhavefunandexperiencesomethingdifferent.
C.Itsintheocean.
D.Pandascanbeseenhere.
4.WhichofthefollowingisnotwhatpeopledoattheDisneyparks?
A.MeetMickeyMouseandhisfriends.
B.AdmireAnandJiaandJia,thetwogiantpandas.
C.Enjoyridesandgames.
D.Lookatexhibitions.
5.Themainideaofthelastparagraphofthispassageis_____.
A.Thethemeparksarepopularwithpeople.
B.Howmanynewthemeparksarebuilt?
C.Whatcanyouexperienceinthethemeparks?
D.Thethemeparksaresafe.
(Keys:1----5DCCBA)T:Haveyoufinished?Good.Let’schecktheanswers.
Task2.篇章结构：GettheSstoreadtextoncemoreandtrytofindouthowthetextisorganized.Letthemdiscussingroupsandthenshowtheansweronthescreen.
篇章结构：Whatisathemepark?

Theme
Parks

ThreeparksWhatdopeople
attractionsexperienceandlearn?

Themeparksinthefuture.
Task3.Listeningandreadingaloud
1.T:Well.Next,pleaselistentothetapeofthepassagecarefullyandunderstanditfurther.Atthesametime,payattentiontothestressandintonationofthelongersentences.
2.T:Well.Now,pleasereadthetextaloud.I’lldividethewholeclassintotwogroups,pleasereadtextalternatelyparagraphbyparagraph,andcompetewhichgroupdoesbetter.
3.T:Whilereading,pleasepayspecialattentiontothedifficultsentencesandstructures.Afterthepractice,wearegoingtodealwiththeLanguagepoints.
Step6.Languagepoints
1.basesth.on/uponsth.else
bebasedon
eg.Thisstoryisbasedonfacts.
e.g.Theplayisbasedonanovelofthesamename.
2.Whattheyallhaveincommonisthattheycombinefunwiththeopportunitytolearnsomething.
(1)句子前半部分whattheyallhaveincommon是一个以what引导的主语从句，后半部分thattheycombinefunwiththeopportunitytolearnsomething是一个以that引导的表语从句。
_________hesaid/didisveryimportant.(What)
_________hewillcomehasbeendecided.(That/When)
_________hewillcomehasnotbeendecided.(Whether/When)
what所……引导主语从句，在从句中作宾语
that引导主语从句，没有意义，引导表语从句，that不能省略，引导宾语从句，that可以省略。
2.incommon
havesth.incommon
incommonwith
3.combine…with
eg.Somefilmscombineeducationwithrecreation.
4.dividev.
1).分，分割，把…分成（若干部分）.常与into或from连用。
Afterthewarthecountrywasdividedintothreeparts.
Divide侧重于把原来的整体分成若干部分。Separate指把原来联合在一起或靠近的人或物分离开来。(多与from搭配使用)
(1).Theworldsisdividedintofivecontinents.
(2).Separateyourthingsfrommine.
5.Havingenjoyedtheridesattheheadland,visitorscantaketheshuttletothelowland.
Having…现在分词完成式作时间状语（enjoy动作在take之前发生）
Havingfinishedthework,hewentbackhomeonfoot.
=Afterhehadfinished………
eg:1.Havingwateredthevegetables,theybegantopickuptheapples.
2.Havingfinishedthework,hewentbackhomeonfoot.
3.Havingbeentoldmanytimes,hestillcouldntunderstandit.
Practice:Choosethebestanswer.
1)._____D__Englishwell,andyou’llfinditveryimportant.
2).____C___Englishwellisveryimportanttous.
3).___B____Englishwell,Iboughtadictionary.
4).____A___Englishforthreeyears,hecanuseitfreely.
A.HavinglearnedB.TolearnC.LearningD.Learn
5).（’04北京，29）___C___inthequeueforhalfanhour,Tomsuddenlyrealizedthathehadlefthiswalletathome.
A.TowaitB.HavewaitedC.HavingwaitedD.Tohavewaited
6).（2005高考全国卷Ⅲ）Thestormleft,__D__alotofdamagetothisarea.
A.causedB.tohavecausedC.tocauseD.havingcaused
6.learnabout=knowabout/of
7.oneofthefirst+n.(pl.)+todosth.
oneofthefirst+n.(pl.)+定语从句
　第一批．．．．．．的之一
eg:1.HewasoneofthefirsttocollectPicassospaintings.
2.OneofthefirstthingsAnniedidwastoteachmehowtoplay.
8.Goon（Visitorscangoonexcitingrideswhere-----Para3）
1)(时间)过去pass
Astimewenton,thingsbegantochange.
2)继续下去continue
Wewerealltiredout,sowecouldntgoon.
3)发生，进展(geton/along)
Howistheworkgoingon?
Goonwithsth.继续做(同一件事但一度中断)
Goondoingsth.继续做(同一件事)
Goontodosth.继续做(另一件事)
Practice:Completethefollowingsentencesusingthephrasegiven.
Goon/goonwith/goondoing/goontodo
1.Icouldntfinishmyhomework,soIhaveto_goonwithittomorrow.
2.Iwentontotell（tell）astoryjustafterIreadthepassage.
3.Howdidyou_gooninyourexamination?
4.Ihopeitwont_goonraining_(rain)allday.
5.Afterthelecturehe_wentontotalk（talk）abouttheworldsituation
9.Manypeoplecometothemeparkslookingforthrillsandentertainment,句中lookingforthrillsandentertainment用作状语，表伴随．如：
Hesatinthearmchair,readingthenewspaper.
Thechildrenranaway,runningandlaughing.
Practice:Choosethebestanswer.
（2005高考全国卷Ⅲ）“Youcan’tcatchme!”Janetshouted,_____away.
A.runB.runningC.torunD.ran(B)
Step7.Post-reading
.Answerthequestionsfromquestion1toquestion3inPost-reading.
(1).Howarethemeparksdifferentfromtraditionalamusementparks?
Themeparksofferalargervarietyofattractionsandmayteachsomething.Theyhavespecialcelebrationsandkindsoffoodtoeat.Theadmissionchargeisalsomuchmoreexpensive.
(2).Whyarethemeparkssopopularthroughouttheworld??
Peoplewantmorethanjustfun.
Peoplewanttolearnsomethingwhentheyvisitapark.
Themeparksshowustheworldandteachusaboutnature.
(3).Whatdopeopledoatthemeparksbesideslookingatexhibitions?
Peoplegoonrides,eat,watchothers,andjustrelax.
Step8.Consolidation
Task1.AsktheSstofillthechartbelow：
Amusement
Themeparks
Teaching
WorldParkTheme:variousbuildingstylesin
over30countriesoutofChina
EthnicCulturalTheme:differentcustoms,costumes
andculturesofChina’s55minorities
OceanParkTheme:lifeintheocean–--their
habitatsandprotection
DisneylandTheme:WaltDisney’s
cartooncharacters
UniversalStudiosTheme:movie
Task2.Finishthefollowingpassageaccordingtowhatwelearnedtoday.
NowThemeparksarepopulararoundtheworld.Unliketraditionalamusementparks,theycanboth_entertain_and_educate_visitorstomakesuretheyleaveknowing_moreabouttheirtheme.Whattheyallhaveincommonisthattheycombine_（fun）withtheopportunitytolearnsomething.Agood_exampleofsuchparksisOceanParkinHongKong.VisitorstoOceanParkwillfindalltheridesandattractions_thatcanbefoundinmostparks.Besides_,theycanalsolearnaboutlife_intheocean.Newthemeparksarebeingbuiltacrosstheworld.Theyarebecomingmoreadvanced_andnewtechnology_allowsustoexperiencealmosteverythingwithoutactuallybeingin_danger_orriskinginjury.
Task3.Wordstudy
Findwordsinthepassagethatmeanthefollowing
T：Now，pleasegothroughthetextquicklyandmatchthegivenwordstothefollowingdescriptions.
Attraction，amusement，minority，entertainment，thrill
1.Tomakesomeonelaughortoentertainsomeone(para1)amusement
2.sththatmakespeoplewanttogotoaplace(para2)attraction
3.asmallnationalgroupofpeopleinsociety(para1)minority
4.anexcitingfeeling(para2)thrill
5.activitiesthatentertainpeople(para2)entertainment
Task4.Discussing：
1.Answerthequestionsaccordingtothepassageaboutthemeparks.
1.WhichparkisChinaslargestthemepark?
2.WhatcanyoudoattheWorldParkinChina?
3.WhatcanwelearnattheChinaEthnicCulturePark?
4.WhatsthethemeoftheDisneyparks?
5.WhichsectionoftheOceanPark,inHongKongshouldyougotoifyouwanttolearnaboutthegiantdinosaursfootprints?
Step9.SummaryandHomework
Summary:
T:Inthisclass,we’velearntalotaboutthemeparks,we’vetalkedaboutthedifferencebetweentraditionalparksandthemeparksandwhatpeoplecanenjoyindifferentthemeparks.Wealsolearnt-ingformusedasadverbial.This“Havingenjoyed……”meansthesubjecthasfinishedanactionbeforehedoesanother.Theformisusedtoemphasizetwoactionsthathappenindifferenttimes.
Homework
T：Today’shomework:
1.Afterclass,youshouldreadthetextagainandagainandtryyourbesttoretelloneofthethemeparksmentionedinourtext.
2.FinishWordStudyonP68.
3.PreviewGrammar:The---ingformusedasAdverbial.
4.Finishthereadingpartoftheworkbook.
5.Getonlinetosearchtheinformationofacertainthemeparkthatyouareinterestedinandwriteashortdescriptionaboutthat.
Activity1:
SupposeyouarethemanageroftheWorldParkofBeijing…tellaboutyourattractionstothevisitors.Designathemeparkandexchangeideasinclassbyinterviewing.
Activity:Studentsthinkupideasaboutbuildingacertainthemepark,writeandreportthedesign,theplace,thebuildingtime,thereason,hope...
NameThemeAttractionsOthers’IdeasForThisPark
(Attention:Oneformisforyourideaswhiletherestisforothers’.)
Activity2:Designing
此项任务突出学生情感态度的交流与创新能力的培养
Designathemeparkandexchangeideasinclassbyinterviewing（采访）others
Tips:Yourdialoguemustcontainthefollowingpoints:
thename,thetheme,attractions，foods,restaurants,cost……
Activity3.Listideasforan“English-SpeakingWorldPark”,usingtheformofPage67.
T：SupposeyouwillbuildanEnglish-speakingWorldPark，wherevisitorswilllearnEnglish。Butyoumustthinkupgood-and–funnywaysinwhichpeoplecanlearnEnglish。Youmustconsiderwhatwantlearnandhowtheycanlearnwhilevisitingit。NowI’lldivideourclassintoeightgroups.Thendiscussthequestions.Afterthat,pleasefillintheformonP67.m.Jab88.coM

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Unit22Aworldoffun教案1

每个老师为了上好课需要写教案课件，又到了写教案课件的时候了。只有规划好教案课件工作计划，才能更好地安排接下来的工作！你们会写多少教案课件范文呢？小编特地为大家精心收集和整理了“Unit22Aworldoffun教案1”，希望对您的工作和生活有所帮助。

Unit22Aworldoffun

amusement,scream,rollercoaster,scary,theme,create,attract,exchange,ride,statue,opportunity,baseon,explore,lie,jade,ready,landing,cool,getstarted,description,focuson

1．Haveyoueverbeentoanamusementpark?
2．Whatdoyouthinkyoucanseeinathemepark?
3．Athemeparkisacollectionofrides,exhibitionsandotherattractionsthatarebasedonacommontheme．
4．AttheChinaEthnicCulturePark,peoplecanlearnaboutthecustoms,costumes,andcultureofChinas55minorities．
5．Morethan50,000studentsvisittheparkeveryyear,andtheparkhasaconservationcentre,aninstitutionthathelpsprotectmarineanimalsandtheirhabitatsintheriversandcoastalwatersofAsia．
6．AttheLowland,theycanexplorethepastatthediscoveryoftheAncientWorldandexaminegiantfootprintsatthedinosaurexhibition．
7．EnteringoneoftheattractionsatUniversalStudiosislikesteppingintotheworldofyourfavouritefilm．
8．Theparksarebecomingmoreadvancedandnewtechnologyallowsustoexperiencealmostanythingwithoutactuallybeingindangerorriskinginjury．
9．Soifyouwanttoknowwhatitfeelsliketofallthroughtheair,takeoffinarocket,flyahelicopter,walknexttoalion,orfightaliencreaturesinouterspace,visitoneofthethemeparksinyourarea．
10．Ifyoucouldvisitoneofthethemeparksmentionedinthetext,whichonewouldyouchooseandwhy?
11．Yourideashouldincludeavarietyofattractionsandactivities．
12．Somerollercoastersevenletyouraceagainstyourfrtends：twotracksarenexttoeachotherandyouflythroughtheairjustmetresawayfromyourfriends．

1．Excuseme，canyoutellmewheretherollercoasteris?
2．Gostraightdownthisroad，thenturnleftatthecrossing．
3．Gotit!
4．You’rewelcome!

动词-ing形式用作状语．

独立主格结构．
课文理解

1．amusement
用作名词，意思是“娱乐”，amusementpark意思是“游乐场”，美式英语中用funfair表示．
e．g．Ionlydoitforamusement．
我只不过是做着玩而已．
2．scream
用作动词，意思是“(因恐怖，病重等原因而)尖叫”．
e．g．Shescreamedforhelp．
她尖叫救命．
3．rollercoaster
意思是“(公园中供游玩的)滑行轨道，过山车等”，如旱冰鞋可用rollerskate表示．
4．scary
用作形容词，意思是“引起恐慌的(常用于口语中)”．
e．g．Grandpatoldmeascaryghoststory．
爷爷给我讲了一个吓人的鬼故事．
5．theme
用作名词，意思是“主题，题目”．文中themepark意思是“专题乐园(有专题活动的公园)”．
e．g．ThethemeofourdiscussionwasEuropeinthe1980s’．
我们讨论的题目是“八十年代的欧洲”．
6．create
用作及物动词，意思是“创造，创建”；形容词形式是creative，意思是“创造的，有创造力的”．
e．g．Godcreatedtheworld．
上帝创造了世界．
She’sverycreative；shewritesandpaints．
她很有创造力，既从事写作又从事绘画．
7．attract
用作及物动词，意思是“吸引，招引”．名词形式是attraction．
e．g．Herattentionwasattractedbyhissmile．
她的注意力被他的微笑吸引住了．
Thecity’sbrightlight，theatres，movies，etc，aregreatattractions．
城里明亮的灯，戏院，电影等有巨大的吸引力．
8．exchange
用作动词，意思是“交易，交换”．
e．g．JohnexchangedhatswithPeter．
约翰和彼得交换帽子．
WherecanIexchangemydollarsforlira?
我可以在哪儿把美元换成里拉?
9．ride
(1)用作名词，意思是“(骑马或坐车)旅游，游玩”．
e．g．Shallwegoforarideinthecar?
我们开车去转一圈吧?
(2)用作动词，意思是“骑(马或其他动物、自行车或摩托车)”．
e．g．Canyourideabicycle?
你能骑自行车吗?
10．statue
用作名词，意思是“雕像，塑像”．
e．g．ThisisjustthestatueofLiberty．
这就是自由女神像．
11．opportunity
用作名词，意思是“机会，良机”．
e．g．at／onthefirstopportunity．．．
一有机会(就……)
haveno(little，notmuch)opportunityfordoing(todo)sth．
没有(很少有，有不多的)机会做某事
[辨析]opportunity，chance
当表示有机会做某事时，这两个词的用法相同，后面可接todo或ofdoing．chance后面可接从句，opportunity则不能．opportunity强调机会是很恰当的，chance强调偶然性．
e．g．Ihadnochance／opportunityofvisitingBeijing．
我没有机会去参观北京．
Thereisachancethathewillsucceed．
他有可能成功．
12．baseon
意思是“以某事物为另一事物的根据，证据等”．
e．g．Ibasemyhopeonthegoodnewswehadyesterday．
我把希望寄托在我们昨天得到的好消息上．
13．explore
用作动词，意思是“探索，探查，探险”．
e．g．Wemustexploreallthepossibilities．
我们必须探索所有的可能性．
14．lie
用作不及物动词，意思是“位于，在……位置”．是一个不规则动词，一般过去式是lay，过去分词是lain．
[辨析]liein，lieon，lieto
liein指“位于一个范围之内”．
lieon指“与……相邻，紧挨着”．
lieto指“不接壤，隔……相望”．
e．g．ChinaliesintheeastofAsia．
中国位于亚洲东部．
IndialiesonthesouthwestofChina．
印度位于中国西南部．
JapanliestotheeastofChina．
日本在中国以东．
15．jade
用作名词，在文中意思是“玉，翡翠”．
e．g．Ihaveaprettyjadevase．
我有一个精致的翡翠花瓶．
16．ready
用作形容词，意思是“有准备的，做好准备的”，也常用作“甘心的，情愿的”意思．
e．g．Bereadytostart!
准备出发!
Areyoureadyforthejourney?
你准备好去旅行吗?
I’malwaysreadytoacceptyouroffer．
我什么时候都乐意接受你的建议．
17．landing
用作名词，意思是“上岸，登陆，着陆，降落”．反义词是“起飞”，即takeoff．
e．g．Thisisasuccessfullanding．
这是一次成功地降落．
18．cool
在文中用作形容词，美国俚语中为“令人愉快的，棒的”之意．如：coolname很酷的名字(表示“时尚，特别”)．
e．g．Herguyisrealcool．
她的男朋友真帅．
19．getstarted
(1)意思是“使……开始”，get+过去分词，构成被动式，着重于动作，意为“被，受”．
e．g．getslapped挨打
getdismissed被开除
gethurt受伤
(2)get+名(代)词+宾语补语，(宾语补语可用形容词、副词、不定式、过去分词等)．
e．g．Tomgothisfeetwet．
汤姆把脚弄湿了．
Yourcan’tgetyourluggagein．
你不能把包裹带进来．
Icallnotgethimtoconfess．
我不能说服他坦白出来．
Imustgetmyhaircut．
我的头发要剪了．
20．description
用作名词，意思是“描写，描绘，说明书”等，动词形式是describe．
e．g．giveadescriptionof．．．
描述一下
beyonddescription难以形容
Wordscannotdescribemyjoy．
言语不能形容我的快乐．
21．focuson
意思是“集中(于某事物)”．
focusonesattention／thoughtsonsth．
集中注意力(思想)于某事
e．g．I’msotiredthatIcan’tfocusonanythingtoday．
今天我太忙了，精神集中不起来了．
Pleasefocusyourmindsonthefollowingproblems．
请集中考虑以下问题．

1．Haveyoueverbeentoanamusementpark?
你曾经去过游乐场吗?
[辨析]havebeento，havegoneto
havebeento表示曾经去过某地，陈述一种经历．
havegoneto表示去了某地，目前不在此地．
e．g．TheyhavegonetoEngland．
他们到英国去了．(目前不在此地，目前正在去英国的路上，或已在英国．)
TheyhadbeentoEngland．
他们曾经去过英国．(人不在英国，只表一种经历．)
2．Whatdoyouthinkyoucanseeinathemepark?
你认为在主题乐园你能看到什么呢?
英语的疑问句通常有四种，即一般疑问句、特殊疑问句、反意疑问句和选择疑问句．但还有一种特殊形式，如WhatdoyouthinkIshoulddo?这一句
型，就被称为混合疑问句．这种疑问句由两个疑问句组成，句型为：疑问词+doyouthink+其他(正常语序)．常用于这种结构的动词有think，guess(猜)，suggest(建议)，suppose(认为)，hope，say，believe等．
e．g．Whatdoyouthinkhashappenedtohim?
你认为他出了什么事?
Howmanypeopledidyousaywerepresentatthemeeting?
你说有多少人出席了会议?
此类句型常用来征询对方对某一疑问点的判断、认识、看法、猜测等，或者请求对方重复一遍．
e．g．Howolddidyousayyouwere?
你刚才说你多大了?(多少岁)
Whatdidyousaywasthematterwithhim?
你说他怎么啦?
注意：不能说Whatdidyousaythematterwaswithhim?在口语中，可以把doyouthink一类的插入语放在句末带有补叙的性质．
e．g．Whenthemeetingwillbeheld，doyouthink?
会议什么时候举行你说呢?
这种表示看法的插入语：Ithink，Iguess等也常用在陈述句中．
NewYork，Ithink，istoonoisy．
纽约，我认为太吵了．
IthinkNewYorkistoonoisy．
我认为纽约太吵了．
插入语在句首，则变成了主句，后面接宾语从句．
e．g．Whodidit，doyouthink?
Whodoyouthinkdidit?
你认为是谁干的?
3．Athemeparkisacollectionofrides，exhibitionsandotherattractionsthatarebasedonacommontheme．
主题公园就是围绕着某一个主题所设计的集乘车、展览及其他游乐项目为一体的公园．
这是一个主从复合句，that引导的定语从句来修饰先行词，先行词由acollection．．．attractions短语充当．
4．AttheChinaEthnicCulturePark，peoplecanlearnaboutthecustoms，costumes，andcultureofChina’sfifty-fiveChineseminorities．
在中国民族文化村，人们能了解中国55个少数民族的风俗，服装和文化．
(1)ethnic用作形容词，意思是“民族的，种族的”．
e．g．Jackopenedanethnicrestaurant．
杰克开了一家具有民族风味的饭店．
(2)costume用作名词，意思是“(某个时代、国家或职业穿的)服装，戏装”．
Ifoundsomeactorsinstrangecostume．
我发现一些穿着奇怪服装的演员．
[辨析]clothes，clothing，dress，suit
①clothes是常用词，统指身上的各种服装，包括上衣、裤子、内衣等；是复数名词，不能直接与数词连用，后面要接动词复数形式．
②clothing是物质名词，是服装的总称，除衣裤外还包括帽子、鞋袜等，没有复数形式，后面要接动词单数，“一件衣服”，要说anarticleofclothing．
③dress范围较窄，作可数名词时指一件女服、连衣裙，作不可数名词时，指某种特殊服装，尤指在社交场合穿的衣服．
④suit指“一套衣服”．
e．g．Sheoftenwearsbeautifulclothes．
她经常穿漂亮的衣服．
Thisshopsellswomen’sclothing．
这家商店出售妇女服装．
Mysisteriswearingareddress．
我妹妹穿一件红色连衣裙．
Hehadtoweareveningdresstogotothecompanyparty．
他要穿晚礼服去赴公司的晚宴．
asportssuit运动服
(3)minority用作名词，意思是“少数民族”，还可作“少数人”的意思．
e．g．therightsofethnicminorities
少数民族的权利
OnlyaminorityofBritishhouseholdsdonothaveacar．
英国只有少数家庭没有汽车．
(4)learn，learnof／about
learn意思是“学习，学会”，learnof／about意思是“听说，获悉”．
e．g．Liveandlearn．
活到老，学到老．
It’snevertoolatetolearn．
学习不嫌晚．
HowJoan’sfatherlearnedabouthersecretmarriageisasecret．
琼的父亲是怎样得知她秘密婚姻的是一个谜．
5．Morethan50，000studentsvisittheparkeveryyear，andtheparkhasaconservationcentre，aninstitutionthathelpsprotectmarineanimalsandtheirhabitatsintheriversandcoastalwatersofAsia．
每年有5万多学生参观海洋公园，公园里有自然保护中心，它是一个保护机构，帮助保护亚洲的河流和沿海水域的海产动物和它们的栖息地．
(1)marine用作形容词，意思是“海的，海产的”．也可用作名词，意思是“海军陆战队士兵”．
e．g．Heisamarinebiologist．
他是一位海洋生物学家．
Themarinesareverybrave．
海军很勇敢．
(2)habitat用作名词，意思是“栖息地”．
e．g．Thecreature’shabitatisthejungle．
这种动物的栖息地是丛林．
6．AttheLowland，theycanexplorethepastatthediscoveryoftheAncientWorldandexaminegiantfootprintsatthedinosaurexhibition．
在低地，人们能够在“远古世界的发现”里探索过去，在恐龙展览厅里研究恐龙巨大的脚印．
(1)explorethepast意思是“探索过去”．past在句中用作名词，意思是“过去，昔日”，如inthepast在过去．用作形容词，意思是“过去的”，如thepastyear去年．用作介词，意思是“过”，如tenpasteleven11点过10分．pass用作动词，意思是“走过，经过，度过，通过”等，过去式是passed，过去分词是passed或past．
e．g．Pleaseletmepass．
请让我走过去．
Aweekpassedquickly．
一个星期很快过去了．
(2)ancient用作形容词，意思是“古代的，古老的”(常用来指古老的文明或其产品)．
e．g．ancientcivilizations
古代的文明
(3)giant用作形容词，意思是“巨大的”．
e．g．Whatagiantpanda!
多大的熊猫!
7．EnteringoneoftheattractionsatUniversalStudiosislikesteppingintotheworldofyourfavouritefilm．
踏入了环球电影公司摄影棚就像踏入了人们特别喜爱的电影世界．
(1)Entering．．．studio动词-ing分词短语在句中作主语，谓语动词用单数．
e．g．Readingnewspapersisagoodwayofgettinginformation．
读报是一条获得信息的好途径．
(2)1ike用作介词，意思是“如同，像，跟……一样”，在句中用作表语．
Hewaslikeasontome．
他对我来讲就像亲儿子一样．
8．TheparksarebecomingmoreadvancedandnewtechnologyallowsUStoexperiencealmostanythingwithoutactuallybeingindangerorriskinginjury．
这些乐园变得越来越先进，新的科技允许我们经历几乎任何事情，而不必实际上处于危险之中或冒着受伤的危险．
allow用作动词，意思是“允许”．后面可接动词-ing形式，宾语+宾语补语(allowsb．todosth．)
e．g．Theydonotallowsmokinghere．
他们不允许在这里吸烟．
Theyallowhertosototheparty．
他们允许她参加聚会．
9．Soifyouwanttoknowwhatitfeelsliketofallthroughtheair，takeoffinarocket，flyahelicopter，walknexttoalion，orfightaliencreaturesinouterspace，visitoneofthethemeparksinyourarea．
因此，如果你想要知道那是什么样的感觉，比如说从空中摔下，坐在火箭里起飞，驾驶直升飞机，伴着狮子行走，或者同生活在太空里的怪物打斗，那就参观你当地的主题乐园吧!
Whatitfeels充当动词know的宾语，like用作介词，意思是“例如，比方”，相当于forexample．文中的like引导的介词短语，在句中作状语，表示“举例说明”．
e．g．Wecouldlookatsomemodernpoets，likeEliotandHughes．
我们可以考虑一下现代诗人，例如艾略特和休斯．
10．Ifyoucouldvisitoneofthethemeparksmentionedinthetext，whichonewouldyouchooseandwhy?
如果你能够参观文中提到的主题乐园之一，你会选择哪一个?为什么?
mentioned是过去分词充当后置定语修饰themeparks，作定语用的过去分词如果是单词，一般放在修饰的词的前面．如果是过去分词短语作定语时，则放在被修饰的词的后面．
e．g．ThegirldressedinwhiteisMary．
穿白衣服的小姑娘是玛丽．
Therearemanyfallenleavesontheground．
地上有许多落叶．
11．Yourideashouldincludeavarietyofattractionsandactivities．
你的主意应该包括各种各样的吸引人的事物和活动．
[辨析]include，included，including
①include用作及物动词，意思是“包括，包含”．
②included用作形容词，用在名词或代词后，意思是“包括在内”．
③including用作介词，意思是“包括在内”．
e．g．Yourdutieswillincludeputtingthechildrentobed．
你的职责包括让孩子们上床睡觉．
Everyonelaughed，meincluded．
每个人都笑了，包括我在内．
Tenmemberswerepresentatthemeeting，includingmyself．
10个人出席了会议包括我自己．
12．Somerollercoastersevenletyouraceagainstyourfriends：twotracksarenexttoeachotherandyouflythroughtheairjustmetresawayfromyourfriends．
有一些过山车甚至让你同你的朋友比赛，两条轨道靠得很近，当你从空中飞越时同你的朋友只有几米之遥．
Face用作动词，意思是“竞赛”，raceagainst意思是“同……比赛”．
e．g．raceone’sbicycleagainstacar
骑自行车跟汽车赛跑

1．Excuseme，canyoutellmewheretherollercoasteris?
劳驾，请问到滑行轨道的路怎么走?
在口语中，Excuseme的使用场合，常用于要走开、插话、问路或表示异议等场合，I’msorry表示自己有过失，用于道歉．
e．g．Excuseme，justaminute．
对不起，请等一下．
Excusemeforinterruptingyou．
请原谅，打扰你(们)了．
Excuseme，butcanIgooutforaminute?
对不起，我能出去一下吗?
I’msorrytohavetroubledyou．
对不起，给你添麻烦了．
2．Gostraightdownthisroad，thenturnleftatthecrossing．
沿着这条路直走，然后在十字路口处向左拐．
口语中，回答问路，或告诉别人路线的常用句型．
e．g．Walkalongthisstreettillyouseethebiggate．
沿着这条街一直走到你看到大门为止．
3．Gotit!
知道了，明白了．
在口语中，常表示“学会，懂得”．
e．g．Idon’tgetyou(yourideas)．
我不明白你的话(你的意思)．
Getit?懂不懂?
4．You’rewelcome!
别客气，不用谢!
在口语中，表示回答别人对你的致谢语，常用的短语如下：
Notatall．
Oh，no，don’tmentionit!
Oh，no，thepleasureismine．
Oh，nevermindit，youarequitewelcome．
That’sallright．
Thinknothingofit．
Oh，no，mypleasure．

动词-ing形式用作状语
动词-ing形式短语可作状语，表示原因、时间、方式、伴随情况、结果或条件等多种意义．
1．相当于原因状语从句．
Beingill(=Asshewasill)，shedidn’tgotoschooltoday．
今天她生病了，所以没来上学．
如果动词-ing形式表示的动作在谓语所表示的动作之前发生，就需要用完成形式．
e．g．Nothavingreceived(=AsIhadnotreceived)ananswer，Iwrotetohimagain．
因为没有接到回信，我又给他写了信．
2．相当于when等引导的从句．
Hearingthegoodnews(whenheheardthegoodnews)，hejumpedwithjoy．听到这个好消息，他高兴得跑了起来．
如果动词-ing短语表示的动作与谓语表示的动作同时发生，常在短语前加上when或while．
e．g．Becarefulwhencrossingthestreet．
过街时当心．
Whengoingtoschool，ImetMary．
上学时我遇见了玛丽．
如果动词-ing表示的动作完成后，谓语表示的动作才发生，此时分词用完成形式．
e．g．Havingfinishedhiswork(=Afterhefinishedhiswork)，Henrywenthome．
亨利做完工作后就回家了．
3．表示行为方式、伴随情况或补充说明等．
e．g．Laughingandtalking，theywentintotheroom．
他们又说又笑地走进房间．
4．表示结果．
e．g．Hermotherdiedin1969，leavingherwithfouryoungerbrothersandsisters．
1969年她母亲死了，给她丢下4个弟妹．
5．表示条件．
e．g．Turningtotheright(=Ifyouturntotheright)，youwillfindtheplaceyouwant．
往右转，你就会找到你要找的地方了．
6．表让步状语．
e．g．Knowingallthis，theystillinsistedonmypayingforthedamage．
虽然知道这一点，他们仍然坚持要求赔偿损失．

独立主格结构
独立主格结构由名词或代词加上其他成分(分词、不定式、名词、代词、形容词、副词或介词短语)构成，在语法上，是一个独立的短语不是句子，在意思上依附于整个句子，具有以下特点：
(1)独立主格结构的作用相当于状语从句，可表示时间、原因、条件、行为方式或伴随情况；
(2)独立主格结构可置于句首，也可以放在句尾；
(3)独立主格结构主要用于书面语；
(4)独立主格的逻辑主语与句中主语不同，不指同一个人或同一事物．
1．独立主格结构的构成
(1)with／without+名词／代词(宾格)+分词．
e．g．Withhimsittingnexttoher，shefeltsafe．
有他坐在身旁，她感到很安全．
(2)名词(或代词主格)(逻辑主语)+分词．
e．g．Homeworkfinished，hewenttobed．
家庭作业做完后，他上床睡觉．
(3)名词(逻辑主语)+介词短语／形容词／副词
e．g．Hewalkedoutoftheroom，facewithanger．
他走出房间，脸上带着愤怒．
2．独立主格结构的句法功能
(1)时间状语．
e．g．Themeetingover，theyleftthehall．
会议结束之后，他们离开了大厅．
(2)原因状语．
e．g．Mywatchhavingbeenlost，Idon’tknowwhattimeitis．
我的表丢了，我不知道现在是几点．
(3)条件状语．
e．g．Timepermitting，Ishallgotothecinemawithyou．
如果时间允许，我就和你去看电影．
(4)描述伴随行为或补充说明．
e．g．Maryenteredtheroom，withabigappleinhand．
玛丽手里拿着一个大苹果走进了房间．

人教版高一（下）英语教案Unit7 Cultural Relics

人教版高一（下）英语教案Unit7CulturalRelics
ACityofHeroes

一、教材分析
（一）教材内容分析
本单元话题——文物古迹（Culturalrelics）历来是全世界较为关注的焦点之一，尤其是在伊拉克战争中，大量代表古人类文明的文物、古迹惨遭破坏，甚至毁灭！本单元所采用话题构成了一个现代意义十足的时尚理念，能够充分唤起学生的参与欲望。单元内容极具生活化，富有活力，体现了本套新教材的一个重要特征，即紧扣时代脉搏，富有时代气息。Reading通过对俄罗斯著名城市——圣•彼得堡有关史实的介绍，以“ACityofHeroes”为标题讴歌了圣市人们为保护历史文物和重建家园所作的一切。整个单元自始自终围绕保护代表人类历史与文明的文物古迹这一主线。话题反映了《课程标准》所提出的“向学生渗透人文理念和注重对学生文化意识的熏陶”要求，非常具有现实教育意义，教师利用素材不但可以传授英语知识，而且可以在教学过程中通过渗透的方式将文物保护知识有机地渗透于每堂课的课堂教学之中，培养学生爱护人类文明、保护文物古迹、热爱伟大祖国的思想品德。
（二）教学重点、难点
1.FunctionalItems：Waysofgivingadviceormakingsuggestions.
2.Topic：Talkingaboutculturalrelics,includingwaysofprotectingthem.
3.Word-formation：“re+V.”（eg.rebuild,replaced,recreate）.
4.Keywordsandexpressions：select,represent,inhistory,bekeptas,givein(up),inruins,
inpieces,bring…backtolife,etc
5.Structure(Grammar)：ThePassiveVoice(I)—ThePresentPerfectPassiveVoice
6.Writing：Writealettertotheeditoronacertainculturalsite,suggestingwaysof
protectingtheculturalrelics.

总之，本单元通过语法、功能项目与新话题的有机结合，充分体现《新课程标准》“以学生为本，以学生的发展为本”之要求。
二、教学目标
（一）语言知识目标
本单元要求学生除掌握必要的单词、词组和句型外，同时要求学生掌握一定量表达“提建议或劝告”的交际功能用语，以及现在完成时的被动语态。
（二）语言技能目标
通过本单元的学习，培养学生良好的“听、说、读、写”的技能，使学生能运用所学知识解决相关情景中的一些类似问题，并能结合所给任务，综合运用新旧知识解决问题，完成任务，在此基础上鼓励学生大胆地根据各自的语言基础与能力，有个性地解决问题，就如何最有效地保护文物古迹提出独特的见解。三、教学原则
（一）以任务型教学(Task-basedLanguageTeaching)作为课堂教学设计之理念，具体采用情景教学法（SituationalApproach），交际教学法（CommunicativeApproach），整体语言教学法（WholeLanguageTeaching）等教学方法。从一定程度上说，人们使用语言是为了完成各种各样的任务，而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言形式来学习和掌握语言，实现目标，感受成功。
（二）在教学中突出交际性，注重读写的实用性；同时适时进行情感与策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。
（三）坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。
（四）贯彻“教中学，学中用”策略，真正使学生学以致用。
四、教学总体设计
（一）创设情景，营造氛围，体现语言教学的真实性
语言教学的最终目的是培养学生的言语技能。根据语言本身的交际性原则，本单元教学紧紧围绕３P（Presentation—Practice—Production）教学环节，充分运用情景教学法、交际法、启发法等教学方法，让学生在学习过程中充分展示其所学知识。如针对本地区旅游业的不断开发给文物古迹保护所带来的负面效应，要求学生用英语表达如何采取相应的保护措施等。
（二）采用“任务型”教学，培养学生综合运用英语能力
本单元每堂课采用任务型教学，模拟真实生活中的任务，任务的设计注重由简到繁，由易到难，层层深入，形成由初级任务到高级任务并由高级任务涵盖初级任务的循环；同时多样化的任务又由课内延伸至课外，不仅可拓展学生的知识面，更可培养学生的学习兴趣，从而提高学生综合运用英语的能力。
（三）面向全体学生，关注学生的全面发展
经常性地开展pairwork、groupwork、classperformance，培养学生的团体合作精神。
（三）情感目标
1）激发并提高学习英语的兴趣，乐于接受新鲜事物，勇于尝试；体现课堂教学“主体者”的身份，积极主动参与教学各环节，成为学习的主人；具有个性，培养创造能力。
2）培养同学之间日常融洽相处的感情，乐于合作，善于与人分享喜好，培养正确的审美观和价值观。
3）培养学生具有良好的文明习惯，具有文物保护意识。
（四）教学策略
1）开放式教学策略。以有限的课堂为载体，带学生进入广阔的知识天地。
2）引趣激趣策略。创设多种情景（境）激发学生的兴趣，只有让学生真正有了参与的欲望，才能点燃他们的思维火花。
3）任务型活动策略。在做中学，在做中练，在做中巩固，往往会使课堂教学产生事半功倍的良好效果。
4）循序渐进和尊重差异策略。由简到繁，由难及易，为有困难的学生搭好梯子，让有能力的学生“跳一跳”摘到果子。
（五）学习策略
1）课前认真预习，利用互联网或其他媒体收集国内外文物古迹以及有关文物保护信息，课后能及时复习。
2）上课勤思考，多动脑，掌握所学词汇，热情、积极、主动参与课堂上各种活动。
3）注意学习方法，及时提问并注意倾听他人意见。
4）确立“学用英语相结合”的思想，用英语开展思维，分析（复述）课文、发表个人看法、提出独到的见解等。
（六）文化意识
1）了解文物古迹所折射出的不同时期、不同地区的特殊文化内涵。
２）培养学生良好的社会公德意识，树立文物保护意识。

六、单元教学设计（课时计划及操作步骤）
依据《课程标准》及对学生教学目标的要求，课堂教学中充分利用与教材相配套的教学挂图、录音带、VCD、投影片、练习册、阅读训练以及多媒体软件等，并以此作为学生学习和教师教学的重要内容和手段。适应信息时代之所需，教师应重视使用一些先进的现代教学技术手段来激发、提高学生学习英语的兴趣，主要运用多媒体辅助教学，以增加教学的直观性和趣味性，加大课堂密度，提高教学效率。本单元计划用六课时完成教学任务与测试评估。具体教学程序设计如下：

(1)Tohelpthestudentsknowsomethingaboutculturalrelics.
(2)Totalkaboutwaystoprotectculturalrelics
(3)Totrainthestudents’abilityoflisteningandimprovetheirspokenEnglish.
TeachingDesign
A.Lead-in
Asisknowntousall,Chinaisacountrywithahistoryofmorethan5,000years.Inthelonghistory,peopleindifferentperiodshaveleftusquiteanumberofculturalsites,manyofthemareworld-famous.
Haveyouheardoftheworldheritagelist?
Qs:
Howmanypropertiesareonthelist?(730upto29June,2000)
HowmanyChinesesitesareincluded?(28)
Canyounamesomefamiliarones?Andtrytotalkaboutsomefamiliaronesinourhometown,Jiangsu.
BWarming-up
Lookatthethreepicturesonthebook,thesethreesitesareallontheworldheritagelist.
Talkaboutthemseparatelyandanswerthefollowingquestions
(1)Wherearethethreesites?
(2)Whatcanyouseeinthesepictures?
(3)Whichonewouldyouliketoseemostandwanttotravelthereifachanceisgiven?Andwhy?
Thesethreeculturalsitesarecalledculturalrelicsandweshoulddoourbesttoprotectthem.
Step1Warming-up
1.Questions:
1)Whatareculturalrelics?
TheGreatWallinChina;ThePyramidsinEgypt;StonehengeinEngland
2)Whatdotheyhaveincommon?
Theyareallveryoldandareallsymbolsoftheircountriesandtheircultures.Theyare
veryimportanttotheircountries.Theyoncehadapracticalimportance(burialsite,defence,magic/superstition).Nowpeoplefromallovertheworldgotovisittheseplaces.
3)WhatdoesthephraseCulturalrelicsmean?
relic:somethingthathassurvivedthepassageoftime,especiallyanobjectoracustomwhoseoriginalculturehasdisappeared;somethingcherishedforitsageorhistoric
interest.
4)DoyouknowanyotherculturalrelicsinChinaorintheworld?
2.Someinformationabout:
1)ThePyramidsinEgypt
2)TheGreatWallinChins
3)StonehengeinEngland
Whentheywerebuilt
Whattheywerebuiltfor
StonehengeisacircleoflargestandingstoneslocatednearSalisbury,inWiltshire,England.Peoplebegantobuildthesiteabout3,100BC.Itisnotclearwhobuiltit.
Focus:reading
Teachinggoals:
1.Totraintheabilityofskimmingandscanning.
2.Todevelopthestudents’abilityandskillsofguessingwordsandreadingcomprehension.
3.Tohelpthestudentsgetintoagoodhabitofreading.
Teachingaids:arecorder,amulti-mediacomputer,etc.
Teachingprocedures:
Step1:warmingup
1.Greetings
2.Commentonthestudents’reportabouttheculturecapsule.
3.Gooverthewaysofgivingadviceormakingsuggestions.
Step2.Pre-reading
T:Throughouttheworld,therearemanywell-knowncities,andquiteafewofthemareparticularlygreat.Someofthecitiesarewellreceivedbythepeople,andsomeothershaveinoraroundthemanumberoffamousculturalrelics.Nowlet’shaveafreediscussionaboutthefollowingquestions:
1.Somecities,likeParisandBeijing,arecalledgreatcitiesoftheworld.Inyouropinion,whatmakesacitygreat?
2.Whatareyourfavoritecities?
3.Whatculturalrelicsarethereintheplacewhereyoulive?Howimportantarethey?
Step3Reading
Task1.Fastreading.
T:Readthepassagequickly,andfindoutwhereyouhavetheproblemunderstandingthewholestory.Discusstheproblemsinpairsfirstandingroupslater.Dealwithsomecommonproblemsinclass.FinishoffthefollowingQs.
1.What’sthenameofthecity?Whichriverflowsthroughthecenterofit?Whobuiltit?
2.Whyisitcalledacityofheroes?
3.Trueorfalsequestions:
T:ThistimeI’llplaythetapeforyou.Pleaselistentothetapewhilelookingatthesentencesonthescreen,makingadecisionaboutwhetherthefollowingstatementsaretrueorfalse.
1)ThecityofStPetersburgwasbuiltandrebuiltbypetertheGreat.
2)Manygreatpalacesinthecity,whichwerelargeandbeautiful,werebuiltafterPeter’sdeath.
3)TheGermansattackedSt.Petersburgahundredsago.
4)Whenthepalacesandbuildingswererebuilt,peoplechangedtheiroldbeauty.
5)TheGermansdestroyedaportraitofthegreat.
6)Itwasdifficultforpeopletorebuildtheoldpalaces.
7)Workersandpaintersusedparagraphstohelpthemrebuildthecity.
8)StPetersburgwillneverbeasbeautifulasitwasbefore.
4.VocabularyAsktheSstocompletethesentenceswiththerightwordsfromthepassage.(Workbookp.122)
T:Nowpleasecompletethesentenceswiththerightwordsfromthepassage.(Workbookp.122)
Task2.Intensivereading
Readingthepassagecarefullyandanswerthefollowingquestions.
1.Whywasthecityimportantinthepast?
2.WhydiditseemimpossibleforpeopletorestorethecityanditsculturalrelicsaftertheGermanleft?
3.Whywasitsodifficultforpeopletorebuildtheoldpalaces?
4.WhatdidpeopledobeforetheGermanscame?Why?
5.Whatdidpeopleusetohelpthemrebuildthecity?
SkimmingAsktheSstoreadthepassagemorecarefullyandfindthetopicsentenceforeachparagraph.MeanwhiletheteachermayasktheSstoanswersomedetailedquestions.
Questions：①Wheredopeopleusuallybuildacity?Why?
②Whatwerethepalaceslike?
③WhatwerethepalacesusedforaftertheCzarsruleoverthecityended?
④WhatdidtheGermansdoastheyleftthecity?
⑤WasiteasyforthepeopleofStPetersburghtorebuildthecity?Andwhy?
⑥Whatdidthepeopledotobringthecitybacktolife?
5.ReadingaloudPlaythetapeandasktheSstoreadalonginaloudvoice.
StepfourPost-reading
1.AsktheSstodiscussthefollowingquestionsingroups:
①WhydopeoplethinkStPetersburghisagreatcity?
②Whywasitsodifficultforpeopletorebuildtheoldpalaces?
③Whatdidpeopleusetohelpthemrebuildthecity?
④WhyarethepeopleofStPetersburghheroes?
Step4.Interview
AsktheSstoworkinpairs,playingtheroleofanewspaperreporterandacitizenofStPetersburghandfinallyinvitesomepairstoactouttheirinterviewinthefront.
R--reporterC--citizenofStPetersburgh
R:Goodmorning,ImfromShaoxingDaily.MayIaskyouseveralquestions?
C:Sure.
R:Whenwasyourcitybuiltandandwhobuiltthecity?
C:……
StepsixDebate
Dividethewholeclassintotwogroups,askingthemtocollectasmuchinformationaspossibleaccordingtothefollowingsituation(topic).
DiscussionWiththefastdevelopmentofeconomy,manypartsofouroldcityisbeingrebuilt.Intheareawhereyoulive,thecitygovernmentplanstopulldownquiteafewlowoldbuildingsandputupsomehighbuildings.Thereisanoldbuilding,whichdatesfromtheMingDynastyandinitthere’realotoffamouscarvedpaintings.Doyouthinkitnecessarytopulldownthisoldbuildingortoleaveitasitis?
StepsevenSummaryandhomework
1.SummarizethepassageandasktheSstoretellthestory.
2.Finishofftheexercisesonp.46“Wordstudy”-2andp.123“Vocabulary”-2.

Period4LanguagePoints
Focus:LanguagePoints
Step1.warmingup
1.Greetings
2.Checkthehomework,givingsomeexplanationifnecessary.
Step2.Lead-in
Askthestudentstofindoutthesentencesfromthepassagethattheythinkmostbeautifulorsoundsweetest.
Step3.Reading
1.Askthestudentstoreadonpage124andfinishthefollowingexercisesshownonthescreen.
①Theword,whichhassimilarmeaningto“finish”,is___.
②___meanstogoorrunquickly.
③Theword____meanstosave.
④A_______isaplacewherepeopleworshipthegod
⑤To____largeareasmeansthatwatercoverslargeareas.
⑥Ifsomethingisneeded,itis_____.
⑦Whenyouareseriouslyill,yourlifecouldbe________.
2.Askthestudentstofindoutthemainideaofeachparagraph.
Paragraph1.thebuildofthecity.
Paragraph2.thedeclineofthecity.
Pragraph3.therebuildofthecity.
Paragraph4.thepresentofsituationofthecity.
Step4.Furtherdiscussion
Asweknow,theBritishandtheFrenchcoalitiondestroyedthewinterpalacein1806.Herewehavetwotopicstodiscuss:
1.DoyouthinkitispossibletoforChinesepeopletorebuildit?
2.Doyouthinkitisnecessarytorebuildit?Howcanpeoplerebuildit?
Step5.Explainsomenewwords.
1.Words
underattack:beingsurroundedandassaultedbyenemies’militaryaction
rebuild:buildagain
replace:toputbackinaformerpositionorplace
represent:tostandfor,symbolize
recreate:createsomethingpastagain
restore:tobringbacktotheoriginalcondition
inruins:beingdestroyedcompletely
inpieces:brokenanddamaged
revolution:tooverthrowofonegovernmentanditsreplacementwithanother
portrait:alikenessofaperson,especiallyoneshowingtheface
destroy:toruincompletely;spoil;todoawaywith;putontheendto
2.Practice:
Thecityisbuiltinthe_____oftheNevaRiver___thoughitscenter.AftertheRussian_____,thepalacestherewere_____asmuseum.Thecitywas________forthreemonthsduringtheSecondWorldWar,butpeopletheredidn’t_________.TheGermans_____thebuildingsandeverywhereyoucouldseepaintingsand_______in_______andthewholecitywas_________.Afterthewar,Russianpeoplebeganto___thecity.Theywantedto____thecity_____tolife.Now,many______pieceshavebeen___,oldportraitshavebeen____,andthecityhasbeen___.Dreamscan_______.
Step6.Homework
1.Retellthestoryinyourownwords.
2.Findmoreinformationaboutpeterthegreat.

高一英语教案：《Welcome to the Unit》教学设计

一名优秀的教师在教学时都会提前最好准备，作为高中教师就要根据教学内容制定合适的教案。教案可以保证学生们在上课时能够更好的听课，帮助高中教师缓解教学的压力，提高教学质量。高中教案的内容具体要怎样写呢？下面是小编为大家整理的“高一英语教案：《Welcome to the Unit》教学设计”，仅供参考，欢迎大家阅读。

高一英语教案：《Welcome to the Unit》教学设计

Teaching aims:

(1) Make students pay attention to their health, and how to keep healthy.

(2) Get the Ss to improve oral English by talking about the pictures.

Important points & difficult points:

(1) Students are expected to express their own opinions by comparing the importance of beauty and health.

(2) Encourage students to speak freely.

Procedure:

Step 1 Lead-in

(1) Look at pictures about some famous people, and think of the question “Is a person’s ability judged by their appearance?”

(2) Some questions about yourself:

?Do you think appearance plays an important part in your life?

?Which do you think is more important, looking good or feeling good?

Step 2 Talk about the pictures

“Wow! I think this blouse will make me look slimmer.”

“This is really difficult but I feel so strong.”

“You must get enough sleep to stay healthy.”

“Eating more fruit makes me feel better.”

Step 3 Discussion:

Choose one picture and have a free talk.

(1) Who is the person? (2) The reason why he/she does so as the picture shows

(3) Give some details about the picture

(An example： Jane is a high school student and she is extremely happy, because she has been admitted to university. Tonight her parents will hold a party to celebrate her success and achievements. All their friends and relatives are invited to share her happiness. However, now she is at a loss about the clothes she is going to wear tonight. She is confident about everything except her weight. She always worries about being too fat. At this moment, she has spent at least half an hour selecting clothes without success.)

Step4 Talk about questions on P41

(1) Do you think we can change our appearance by wearing different clothes?

(2) Which do you think is more important, eating well or doing exercises?

(3) What do you do to keep yourself looking good and feeling good?

Step 5 Further discussion:

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Lookinggood

Feelinggood

Advantages

Disadvantages

Step 6 Homework

1. Preview the reading text.

2. Choose one picture on P41, and write down the details about it.

3. Unit Revision: The first period.

Period 2

Reading(1)

Teaching aims:

(1) Encourage the Ss to grasp the main topics of the three letters written by two good friends---Amy’s problems, how she dealt with it and Zhou Ling’s concerns and advice to Amy.

(2) Stimulate the Ss’ interest in learning English by talking about their own opinions when it

comes to the topic “To be beautiful or to be healthy ”.

Important points & difficult points:

(1)Find the main points in the three letters and express them.

(2)Understanding the text.

Procedure:

Step 1 Lead-in

(1) Some people are overweight, some are a little fat, and some are slim. Find why people are fat.

(2) Discuss ways of losing weight.

a)going on a diet b) exercising in the gym

c) receiving surgical treatment d) taking weight-loss pills

(3) Talk about the advantages, disadvantages & examples of the ways of losing ways.

Step 2 Reading comprehension

(1) General questions: (1st reading)

Where does Amy come from?

What kind of pills did Amy take?

What caused Amy’s liver to fall?

(3)Ex C1 Choose the best answers. (2nd reading)

Questions: 1-6

Step 3 Further reading

(1) Ex C2 Find the main points in the three letters (3rd reading)

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Subjects

Mainpoints

1Dyingtobethin

2Recovering

3Re:Recovering

(2) Ex D1 D2 Detailed understanding and learning new words in the context.

Step 4 Develop reading ability through usage

(1) Ex E Complete the letter based on the text.

Step 5 Consolidation and Expansion (Choose one of the following.)

(1) Suppose you are Amy’s best friend. What advice or suggestions would you give to Amy?

(2) Do you think pictures of film stars and models cause young people to worry about their looks? Why or why not?

(3) What do you think is the best way to keep healthy? Why?

Step 6 Homework

1. Read the whole text (1) to know what Amy had to stay slim and how she recovered.

(2) to learn some language usages

2. Unit revision: The second period.

Period 3

Reading(2)

Teaching aims:

(1)Encourage the Ss to raise reading ability by focusing on language points.

(2)Get the Ss to grasp the new language usage in the text by learning them.

Important points & difficult points:

Language usage:

(1) used to do sth be/get used to sth/ doing sth use sth to do sth be used to do sth

(2) touching; exciting; moving; disappointing, interesting… (arouse the feeling…)

touched; excited; moved; disappointed, interesting… (be made to feel…)

Procedure:

Step 1 Revision

Check the language usage in the text

(1) words & phrases (2) Non-restrictive attributive clauses (3) ‘however/but’ (4) Question tags

Step 2 Language points (Learn and use)

(1) I used to go to the gym three times a week, but I don’t work out any more.

used to do sth be/get used to sth/ doing sth use sth to do sth be used to do sth 区别和用法

It used to be thought that the Earth was flat, but now everyone knows it is round.

Dr Ma used to work in a children’s hospital in Nanjing, usedn’t /didn’t he?

I never got used to going to bed so late.

Computers are used to do a lot of work in many companies.

(2) I used to go to the gym three times a week, but I don’t work out any more.

Many famous actors keep fit by working out in the gym every day.

The room smelled wonderful but they could not work out where the smell was from.

(3) I’m trying to lose weight because I’m so ashamed of my body.

be ashamed of sb./sth./doing.../ be ashamed to do.../ be ashamed that…

(4) Since I’m preparing to act in a new TV play, I’m taking weight-loss pills called Fat-less, which are quite popular among young women here.

Since you have a three-day holiday, why not go to the countryside to enjoy the quiet life there?

(5) They contain a harmful chemical that caused my liver to fail. contain / include区别和用法

To keep fit, we should always avoid food containing too much fat.

The price includes the postage charges.

My pet dog has caused me a lot of trouble. What caused him to fall off his horse?

(6)This is really a touching story-a stranger who donated part of his liver to a girl he doesn’t even know!

The son and his parents are parting at the station with tears in their eyes. What a touching scene!

touching; exciting; moving; disappointing, interesting… (arouse the feeling…)

touched; excited; moved; disappointed, interesting… (be made to feel…)

The excited children were opening their Christmas presents. (excite)

She was deeply moved when she watched the moving film. (move)

Step 3 Consolidation

Read the text and find the sentences containing the language usages we have just learned.

Step4 Homework

1. A1/A2(P102)

2. Learn the new words by heart.

3. Unit Revision: The third period.

Period 4

Word power

Teaching aims:

(1). Learn and master the new words about sports

(2). Enlarge the knowledge about sport

Important points & difficult points:

(1). Talk about sports to learn new words

(2). Remember some new names of sports

Procedure:

Step 1 Lead-in

Talk about the 10th National Sports in Nanjing:

(1) What have Nanjing people done for the 10th National Sports ?

(2) What can I do for this sports meeting?

(3) How many kinds of sports can you name ?

Free talk about yourself.

(1) Of all kinds of sports, which do you like most?

(2) Are there any school clubs in your school? Have you ever joined one? If not, are you planning to join one?

Step 2 Read and speak

(1) Part A on page 46

(2) Find all the names of clubs

Step 3 Further study

Talk about expressions of the pictures about sports:

badminton tennis boxing fencing

weightlifting squash shooting volleyball

basketball football aerobics triathlon

Step 4 Read and understand

(1) Complete the exercise of Part C on page 47.

(2) Some questions for you :

1) What suggestions does Zhou Ling give to Amy?

2) Zhou Ling gives specific advice to Amy about the exercise she can do after the operation: Firstly, if Amy wants to get strong and have some fun with friends,_________________.

If Amy just wants to build her strength up by herself, Zhou Ling advises her to__________________.

If Amy only wants to have some fun and exercise with some of her friends, she can try_________________.

(3) Types of sports Part D (P47)

Do you know which are indoor sports and which are outdoor sports? Think more!

boxing beach volleyball fencing

gymnastics skiing baseball…

Step 5. Homework

1. Learn all the new words by heart.

2. Make sure you know how to use it.

3. Unit Revision: The fourth period.

Period 5

Grammar and usage(1)

Teaching aims:

(1) Master the usage of non-restrictive Attributive Clause.

(2) Practice about all kinds of Attributive Clause.

Important points & difficult points:

(1) Non-restrictive Attributive Clause.

(2) The usage of “which” and “that” in Attributive Clause.

(3) Some special usage of “that” in Attributive Clause.

Procedure:

Step 1 Lead-in

(1) T shows a picture of Brad Pitt. T gives 3 blanks to be filled in using information from the picture involving restrictive Attributive Clauses

(2) T shows another picture of Zhang bozhi. T gives 2 blanks to be filled in using information from the picture involving non-restrictive Attributive Clause.

(3) Ask Ss to find out the differences between these sentences.

That is,

Comma;

The Non-restrictive Attributive Clause can be left out;

We can’t use “that” in this kind of sentence;

We can’t miss the relative words, either.

Step 2 Initial knowledge of Non-restrictive Attributive Clause

Find out the Non-restrictive Attributive Clause on page 42-43 (Reading).

Step 3 Non-restrictive Attributive Clauses

(1) T gives Ss some more examples and tells Ss that we can use “which” to refer to the whole main clause, and we can’t use “that”. Some exercises are available as well;

(2) T gives Ss some more examples and tells Ss that we can use most/ all/ some/ both/ part + of + whom/ which to express a complete or partial quantity. Some exercises are available as well;

(3) More exercises.

Step 4 Further study of the Attributive Clauses

“That” must be used in Attributive Clause in the following cases:

(1). the antecedent is all, few, little, much, something, nothing, anything, none, one, etc.

(2). The antecedent is modified by all, any, every, each, few, little, no, some, etc.

(3).The antecedent is modified by an ordinal or superlative

(4). The antecedent is modified by only, very, last, etc.

(5). The antecedent refers to people and things.

(6). A sentence begins with who or which.

(7).A relative pronoun functions as predicative.

More examples are available in each part.

More exercises are available as well.

Step 5 Summary and homework

1. A brief summary of the usage of Attributive Clauses

2. Complete the exercises on page 48-49.

3. Unit Revision: The fifth period.

Period 6

Grammar and usage(2)

Teaching aims:

(1) Master the usage of non-restrictive Attributive Clause.

(2) Review the usage of all kinds of Attributive Clause.

(3) Review the usage of intonation, and learn how to read question tags.

(4) Learn and master the form of question tags.

Important points & difficult points:

Some special forms of the question tags.

Procedure:

Step 1 Lead-in

T shows a picture, and tells a story of “shmily”. A old couple keep playing the “shmily” hide and seek game. They write “shmily” on a piece of paper, and hide it in their house. Sometimes, they hide it under a cup, sometimes they hide it under a book. And the meaning of “shmily” is ‘see how much I love you’.

T: Do you say “I love you” to your parents? And how do you say it?

S: …

T: Do your parents say “I love you” to you? If they are too shy to say “I love you” to you, you can ask them, “You love me, don’t you?” and remember, in a rising intonation. When we expect the other person to agree with us, the question tad has a falling intonation.

Step 2 Question tags

T introduces the definition of question tags and the basic usage of question tag.

(1) We use a negative question tag at the end of a positive statement; we use a positive question tag at the end of a negative statement;

(2) Words like neither, none, nobody, nothing, few, little, never, hardly or seldom are considered negative;

(3) We use a personal pron. like I, we, you, he, she, it or they in a question tag.

(4) We use an auxiliary verb, model verb or be in a question tag.

(5) After an imperative clause, we use will you. After Let’s, we use shall we.

Some exercises are available as well.

Step 3 Language points

T asks Ss to read out the answers and T introduces the important language points as well.

(1). consider

a.考虑consider sth./doing sth.

b. consider 认为 +that clause/ sb. to be

c. consider as 认为……是……

(2). be skinny= be very thin

(3). lift weights

(4). side effect

(5). achievement

(6). take the risk

(7). read your post

Step 4 Homework

1. P51, A, B;

2. P104, C1, C2

3. Unit Revision: The sixth period.

Period 7

Task(1)

Teaching aims:

(1) Practise students’ language skills of listening, reading, speaking and writing

(2) Help students to learn 2 skills of finding information

Important points & difficult points:

(1) Find and underline the main ideas

(2) Find and circle the key words

Procedure:

Step 1 Introduce two skills of finding information:

(1) Read the questions carefully before you begin.

(2) Skim the passage, and look for main points and key words.

Step 2 Practise

(1) Find the main ideas and key words in a passage:

Main idea: I think too many people take weight-loss pills without really knowing that they can damage their health.

Key words: cause liver failure; worried about her figure;

health is priceless; eat properly

(2) Read two pictures about “Better Body Gym”, and find the main points and key words.

(3) Passage understanding

Some questions about the above two pictures;

1.Membership fee:

__________________

2.Number of gyms in the city:

1.____ 2.____ 3.____

3.What do you get for free?__________________________________________

4. How big is each gym?

5.Can you get advice from a personal trainer?

Yes______ No______

6. How can you find out more?

____________________

Step 3 Practise listening

1.One in Jinshan Road; one near the King Hotel

2.No

3.Provide with your ID number

4.No

Step 4 Practise writing

(1) Complete a letter to your friend. Explain why you think he should join the gym by using the given information .

(2) Write a letter to recommend a gym to a friend

Step 5 Homework

(1) Find information about a club.

(2) Invite your friend to join it.

Period 8

Task(2)

Teaching aims:

(1) Get the Ss to focus on note-taking skills by studying and practising.

(2) Encourage the Ss to use abbr, key words and symbols in taking notes.

Important points & difficult points:

(1) Use abbreviations & contractions. (2) Write down the key words. (3) Use symbols

(4) Use punctuations (5) Interviewing classmates about exercise and taking notes

Procedure:

Step 1 Lead-in

Guess the meanings:

Mon Tues Wed Thur Fri Sat Sun Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec mor afn min sec hr ﹥ ﹤ ↑↓ A Q ABC BA circamara SOHO contd Art Fest

Step 2 Note-taking

1 use abbreviations & contractions:

PRC NO. Dept e.g. SH1 I’D shan’t won’t mfr Art Fest

2 Write down the key words.

(1)Model: Gym can be expensive = Gym memberships can sometimes be very expensive.

(2) Practice: Let’s try.

3 Use symbols

(1) Model: By swimming regularly, jogging, drinking lots of water and getting plenty of sleep, I can be healthier. swimming + jogging + water + sleep →healthier

(2) Practice: Let’s try.

Step 3 Listening practice:

1 The number seven bus is not on time. No. 7 bus isn’t on time.

2 Our department is increasing the number of teachers. Our dept is↑the no. of teachers.

3 I’d like to see the manufacturer. I’d like to see the mfr.

4 Senior High 1 has a bigger class than Senior High 2. SH1 has a ﹥class than SH2.

5 The People’s Republic of China was founded in 1949. PRC was founded in 1949.

Step 4 Interviewing classmates about exercise

(1) Listen to the speaker and take notes about the equipment available in the gym.

(2) Interview your partner. (3) Tell your class what exercise your partner does.

what

basketball/dancing/football/gym/running/swimming

Why

fit/fun/healthy/strong

When

Often/sometimes/seldom/never

Whom

classmates/family/friends

Step 5 Using punctuation

(1)Do you know these punctuation marks? , . ? ! : ; ‘ ’ ’ - —

(2) Practice: Let’s try:

Step 6 Consolidation

Write an e-mail to your friend recommending Better Body Gym.

Step 7 Homework

1. Exx D1 & D2

2. Unit Revision.

Period 9

Project(1)

Teaching aims:

(1)Get the Ss to know about proper health and fitness so that they can take care of themselves.

(2) Improve the students’ ability of making a survey and making a questionnaire.

Important points & difficult points:

(1) Read the passage about health.

(2) Make a survey about health.

(3) Complete a report about health.

Procedure:

Step 1 Lead-in

T shows two pictures, one is Nicole Kidman, and the other is Victoria Beckham. Ask the Ss whether they know them? What do they think about them? Do they think they’re beautiful? What is beauty in their eyes?

Step 2 Skimming

(1) Try to get the main idea of each paragraph.

(2) Try to get the general idea of the whole passage.

Step 3 Introducing the project

Make a booklet about how healthy the students in our school.

Step 4 The procedures of doing the project

(1)Planning:

Get into groups(4-6)

Clear assignments

Decide which group your group will survey.

(2)preparing:

Make a questionnaire.

Give out and collect the questionnaires.

Record and analyze the statistics.

Write the report.

(3) Producing:

a. You can make a questionnaire based on the following points: How many; How often; Have you; How much; Do you

A sample questionnaire is provided as a reference as well.

b. Remember to talk to the teacher to get enough time to give out and collect your Questionnaire.

c. Record and analyze statistics and remember to compare your figures with the numbers and percentages the reading article provides.

d. Report should include the following parts:

the class, grade;

how many Ss answered the Qs;

comparison

(3)presenting:

Present the reports to the class

Step 5 Homework

Complete the project

Period 10

Project(2)

Teaching aims:

(1) Improve the students’ ability and provide practice.

(2) Make a booklet about health.

(3) Master the usage of some useful words and expressions.

Important points & difficult points:

(1) Present a report about health to the whole class.

(2) Make a booklet about health.

Procedure:

Step 1 Lead-in

T shows Ss the rules of how to present.

1. Report should include the following parts:

the class, grade;

how many Ss answered the Qs;

comparison

2. Each group member should report on part of the results.

Step 2 Presentation

T values which group did a better job, and also invites the Ss to talk about which they like best, and why.

Step 3 How to make a booklet

A booklet will include…

?cover

?contents

?reports

?appendix

Step 4 Language points

T introduces some language points in the article to Ss.

(1) Word focus

life-style

regular

count

control

concentrate

(2)words to be learned from old words

energy, skip

(3)phrases to be noticed

along with

in the long term

a good amount of sleep

as a matter of fact

in no time

Step 5 homework

1. Make a booklet

2. Unit Revision: The ninth period.

Period 11&12

Exercises

Teaching objectives:

1.To develop listening ability through “Listening” on page 108

2.To consolidate the use of words in B1 & B2 on page 103

Teaching procedures:

I. Listening practice on page 108

II. Checking out B1 & B2 on page 103

III. Reading practice on page 106&107

IV. Writing practice on page 109 (optional)

V. Homework

Unit revision: The tenth Period.

新高一英语教案Unit16

作为杰出的教学工作者，能够保证教课的顺利开展，教师在教学前就要准备好教案，做好充分的准备。教案可以让讲的知识能够轻松被学生吸收，帮助教师提前熟悉所教学的内容。那么怎么才能写出优秀的教案呢？以下是小编收集整理的“新高一英语教案Unit16”，相信您能找到对自己有用的内容。

Period1(一)明确目标
1.Learntoexpressthestudent’severydaylife,especiallytheirlifeonsciencestudy.
2.Trainthestudent’slisteningability.
3.Improvingthestudentsspeakingabilitybydebatingwitheachotheranddescribing.
4.Studythelanguagepointsconnectedwiththedialogue.

(二)整体感知Step11.Presentation
Whenyouaretalkingaboutstudying,almostallofyouthinkthatstudyingcanonlyhappenintheclassroom,anditonlymeanslisteningtotheteachers’explanation.Buttherecanbemanymeanstostudy.Forexample,studyinginthelab,readingthebooksbyyourself.Nowturntopage22.Andtrytodescribethefourpictureslistedinyourtextbook.2.Afterdescribingthepictures,letthestudentsanswerthefollowingquestion.
(1)Whatarethenamesoftheschoolsubjectsinwhichyoustudysciences?
(2)Giveanexampleofwhatyoulearnaboutforeachfieldofscience.
(3)Whataretheruleswhenyoudotheexperimentsinthelab?
(三)教学过程Step2Listentothetapeandtrytoanswertheexercises.Step3Tellthedifferencesbetweentherulestheyhavetalkedaboutandtheonelistedinthetape.Thengettoknowtheimportanttokeepsafeinthelab.Step4Talkabouttheeffectofthescienceoftechnology.Letthestudentsknowtheapplicationofscienceandtechnologydoesgoodtooursociety,atthesametime,italsoharmtothehumanbeingsortheenvironment.Step5Practiceinpairstotalkaboutsomeadvantageanddisadvantageofthescientificdiscoveriesandapplicationslistedinthebook.Step6Asksomepairsofstudentstoacttheirdialogueoutbeforetheirclassmates.Step7Dealwiththelanguagepoints.

(四)总结扩展Step8Makeaconclusionoftheirperformance.Step9Dotheexerciseintheworkbook.

(五)随堂练习用适当的介词填空
1._____myopinion,weshoulddoitatonce.
2._____thefuture,therearefeweranimalsintheworld.
3.Itisawaste_____timetotalktohim.
4.Weshouldmakegooduse_____everyopportunitywehave.
5.Itisnecessary___childrentosleep9hoursaday.
6.Itissilly____youtoasksuchaquestion.
7.Itwise____youtotakehisadvice.
8.I’lltravel____Beijing____shanghaibyair.参考答案：
1.in2.in3.of4.of5.for6.of7.of8.from，toPeriod2

（一）明确目标
1.Languageknowledge:conductchangeprovetearcontroldoubtmuchtoo
2.Languageability:Improvingthestudent’sreadingability,especiallytheirkimmingandscanningability.
2.Enablethestudentstoknowtheseriousattitudetoscience.

（二）整体感知Step1pre-reading
Weallknowthatitisthescientists’greateffortthatmakesthegreatachievementonscience.Couldyounamesomescientists’names?Andwhataretheyfamousfor?Trytofillintheblanksofthefollowingform,ifyou。Can’t,askyourclassmatetohelpyou．
Form:inthe18th19thcenturiesscientistsallovertheworldmademanyimportantdiscoveries．
Givesomeexample．／Physics／Medicine／Chemistry／BiologyStep2：Presentation
Asweallknow,BenjaminFranklinisafamouspolitician．Buttoday,wewillreadapassageabouthimasascientist.Hisseriousattitudetoscience.Let’sseehowFranklinmadehisfamouselectricityexperimentbyflyingakite．

(三)教学过程Step3
Getthestudentsreadthetestandthendecideifthefollowingstatementsaretrue(T)orfalse(F).
1．In1752scientistsalreadyknewwhatelectricityis.()
2．Franklinwashelpedbyafriendtodotheexperiment.()
3．Franklinmadethekiteofsilkbecausewetsilkdoesnotconductelectricity.4．Acondenserwasusedintheexperimenttostoreelectricity.
5．Thekeytiedtothestringwasputintothedoortostophekitefromflyingaway.

参考答案1．T2．F3．F4．T5．FStep4Readhepassageandthenfindoutthemainidea．
Paragraph1IntroductionofFranklin’sexperiment．
Paragraph2—3TheprocessOf出eexperiment．
Paragraph4—6Thetipofdoingtheexperiment．Step5
Dealwiththelanguagepoints.Askthestudentstopickouttheusefulexpressionfromthetext,givethemmoreexamples,anddosomeexercisestopracticethelanguagepoints.Step6
Playhetapeforthestudentstolistenandfollow．

(四)总结、扩展
Step7
StudentsmakeaconclusionofdeprocessofFranklin’sexperimentandretellthetipsofdoingtheexperiment．Step8
Dotheexercisesinthepost-reading.
(五)随堂练习单句改错
1．Agreatnumberofmilkisproducedinthatfactoryeveryday．
2．Paperismadeofacertaininkindofgrass．
3．Thisclothisfeltsmooth．
4．Useanumbrellatopreventyoufromtherain．
5．ItisimportantofustolearnEnglish.
参考答案1．number改为deal2．of改为from3．Isfelt改为feels4．prevent改为protect5．of改为for

Period3

(一)明确目标
1．Languageknowledge:Knowaboutsomewordsthathavedifferentmeanings．
2．Languageability:Learnonewordformation—compounds．
3.Moralteachingworkwithperseverance.

(二)整体感知Step1Presentation
Afterhavinglearntmanywords,wefindthatsomewordshavemorethanonepartorspeechorameaning.Forexample,bankcanleannotonlythegroundnearariver,butalsotheestablishmentforkeepingmoney.Itisonefactorofwordsandwemayfindthatifsomewordsarecombined,anewwordcomeintobeing.Todaywe’lltalkaboutthesetwophenomena.

(三)教学过程Step2Cometothewordstudy,andfinishthework.Step3Letthestudentsthinkmoreexamplesofwordsthathavemorethanonemeaning.Thenmakeaconclusiontohelpthemtodecidewordmeaninginaspecificsituation.Step4Cometogrammar,andfinishtoexercise.Step5Talkaboutthewordformation,especiallycompounds.Andthenouncompoundsandadjectivecompounds.

(四)总结，扩展Step6Letthestudentstalkaboutsomecompoundwordsthenconcludetheconditions.

(五)随堂练习辨别词义及词性1．Ache
(1)Hehasanacheinhischest.
(2)Iamachingallover.2．Shock(1)Theshockoftheblastshatteredmanywindows.
(2)Iwasshockedatthenewsofherdeath.
(3)Theresultoftheelectioncameasashocktousall.3．Order
(1)Getyourideasintosomekindoforderbeforebeginningtowrite.
(2)Hegavehisordertothewaiter.4.Lie
(1)OurschoolliesinAnqing.
(2)Hetellsalietohisteacher.5.Like
(1)Iliketheoneontheleft.
(2)Theyarenottwins,butthey’reveryMichaelJackson.

参考答案：1.(1)ncontinuousanddullpain疼痛
(2)vsufferfromacontinuousdullpain持续地隐隐作痛
2.(1)nviolentbloworshake强烈的冲击或震动
(2)vcausetofeelsurprised震惊
(3)n.suddenviolentdisturbanceofthemindandemotions震惊
3.(1)n.conditioninwhicheverythingiscarefullyandneatlyarranged整齐
(2)Requesttomakeorsupply订购，订单
(3)command命令4.(1)exist,be位于
（2）statementoneknowstobeuntrue谎言

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